Evaluation of curriculum design and delivery : a case for Zimbabwe Staff College

Abstract:

The major goal of the Bachelor of Adult Education degree is to equip officers with the
prerequisite skills, knowledge and attitudes to design and deliver programmed instruction to
different categories of learners as well as to equip them with skills to conduct research in the
field of adult education practice. The present study undertakes to investigate the reasons for lack of patronage for the adult education degree at Zimbabwe Staff College (ZSC) by exploring the quality of the adult education degree programme in terms of its effectiveness, relevance, value and its ability to enhance the quality of life. An adult education degree programme should reflect the sociocultural realities and experiences of adult learners. Participatory approaches should inform the development and implementation of curriculum. The aim of the study is to inform decisionmaking aimed at programme improvement. Effectiveness entails adequacy and appropriateness of teaching methods and support services. Relevance is ensured by considering the policy framework, curriculum provision, learners‟ needs and non–participation in the programme. Value constitutes the ability to improve the economic, professional, social and political aspects of life. Using the qualitative case study design, seven students and two administrators were selected
using purposeful sampling, which is informed by the non-probability theory of sampling, to
participate in individual and focus group interviews, which were subsequently conducted and
generated data for analysis. Available relevant documents were analysed.
The major finding revealed that a lack of recognition of the adult education programme by
superiors at ZSC was the major obstacle to participation. Lack of recognition was found to be
attributable to the absence of any national lifelong learning policy, ZSC policy framework,
institutional structural conditions, and non–participatory curriculum development process and
also to other associated barriers. The non-existence of the national and local policies on adult
education was found to be negatively affecting not only participation but also the quality of the
content provision because a lifelong learning policy framework is supposed to be informing
design and practice. Recommendations focus on revision of the policy framework and the way the policies are implemented at national and local levels. A review of the implementation of policy is imperative if the restrictions responsible for the invisibility of adult education in the
country and adult education programmes at ZCS are to be removed.

Citation:Kashora, Phoebe (2015) Evaluation of curriculum design and delivery : a case for Zimbabwe Staff College, University of South Africa, Pretoria, <http://hdl.handle.net/10500/19666>

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